ESP Teachers' Language Assessment Literacy and their Perception of Formative Classroom Assessment in Online Courses
محورهای موضوعی : Research Paper
Maria Shobeiry
1
(Department of Applied Linguistics, University of Tehran, Tehran, Iran)
Narges Baktash
2
(Department of Applied Linguistics, University of Tehran, Tehran, Iran)
کلید واژه: Language assessment literacy, ESP assessment patterns, formative classroom assessment, culturally appropriate assessment, multilevel classroom assessment,
چکیده مقاله :
This study is a mixed-methods parallel design aiming at exploring the perception of 49 ESP teachers toward formative classroom assessment with regard to their language assessment literacy (LAL) in Iran within the theoretical framework of Hay and Penney (2013). The data were collected through an online semi-structured interview and a questionnaire, extracted from Shahzamani and Tahririan's (2021) questionnaire, consisting of 13 Likert items and 9 open-ended questions which were validated for this study through confirmatory factor analysis. The results of a Chi-square test on the Likert items showed a significant difference between the participant’s responses to each item which revealed an overall tendency of the ESP teachers toward employing formative assessment as an efficient way for evaluating their own teaching efficacy, the quality of the teaching materials, and their students' progress. The results also revealed that the two features of 1) ability to assess learners based on cultural-related issues in a certain context, and 2) ability to design suitable assessment methods for multilevel ESP classes should be added to the components of LAL in the existing literature. The results have implications for teacher educators to consider these two features in teacher education programs. Also, academic authorities are to notice that reliance on summative assessment and evaluation merely based on final exam scores are not appreciated by most ESP teachers.
American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA). (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–32.
Bayat, K., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146.
Boston, C. (2002). "The concept of formative assessment," Practical Assessment, Research & Evaluation, 8(9), 11-34.
Campbell, C., & Collins, V. L. (2007). Identifying essential topics in general and special education introductory assessment textbooks. Educational Measurement: Issues and Practice, 26(1), 9-18.
Coombe, C., Vafadar, H. & Mohebbi, H. (2020). Language assessment literacy (2020): what do we need to learn, unlearn, and relearn? Language Testing in Asia. 10(3), 1-16.
Crusan, D. (2010). Assessment in the second language writing classroom. Ann Arbor, MI: University of Michigan Press.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers' knowledge, beliefs, and practices. Assessing Writing, 28, 43-56.
Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. Unpublished doctoral dissertation. Drexel University, USA.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347
Deluca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Action in Teacher Education, 34(5/6), 576-591.
DeLuca, C., & Johnson, S. (2017). Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy, and Practice, 24(2), 121–126.
Deneen, Ch. C. & Brown G. T.L., (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program, Cogent Education, 3(1).
Dudley Evans, T., & St John, M.J. (1998). Development in English for specific purposes: A multi-disciplinary approach. Cambridge, England: Cambridge University Press.
Earl, L. M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA: Corwin Press.
Ecclestone, K., & Pryor, J. (2003). Learning careers’ or ‘assessment careers. The impact of assessment systems on learning. British Educational Research Journal, 29, 471–488.
Esfandiari, R., & Nouri, R. (2016). A mixed-methods, cross-sectional study of assessment literacy of Iranian University instructors: implications for teachers’ professional development. Iranian Journal of Applied Linguistics, 19(2), 115–154.
Farhady, H. (2018). History of language testing and assessment. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp.1-7). Wiley Blackwell.
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
Giraldo, F., (2018). Language assessment literacy: Implications for language teachers. Profile issues in Teachers Professional Development. 20(1), 179-175.
Gottheiner D. M., & Siegel M. A. (2012). Experienced Middle school science teachers’ assessment literacy: Investigating knowledge of students’ conceptions in genetics and ways to shape instruction. The Association for Science Teacher Education, USA J Sci Teacher Educ., 23, 531–557.
Harding, L., & Kremmel, B. (2016). Teacher assessment literacy and professional development. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 413–427). Germany: De Gruyter.
Hay, P., & Penney, D. (2013). Assessment in physical education: a sociocultural perspective. London: Routledge.
Herrera, L. & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colomb. Appl. Linguist. J., 17(2), 302-312.
Huchinson, T, &Waters, A. (1987). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press.
Inbar-Lourie, O. (2013a). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3) 301-307.
Inbar-Lourie, O. (2008a). Language assessment culture. In E. Shohamy (Ed.), Language testing and assessment (Vol. 7). N. Hornberger (General Ed.), Encyclopedia of language and education. (pp. 285–300). New York: Springer.
Jannati, S. (2015). ELT teachers’ language assessment literacy: perceptions and practices. International Journal of Research in Teacher Education, 6(2), 26-37.
Janatifar, M., & Marandi, S.S. (2018). Iranian EFL Teachers' Language Assessment Literacy (LAL) under an Assessing Lens. Applied Research on the English Language, 7(3), 361-382.
Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362.
Kern, R., & Liddicoat, A. J. (2010). From the learner to the speaker/social actor. In G. Zarate, D. Lévy, & C. Kramsch (Eds.), Handbook of multilingualism and multiculturalism (pp. 17–23). Paris, France: Éditions des Archives Contemporaines, Ltd.
Leighton, J. P., Gokiert, R. J., Cor, M. K., & Heffernan, C. (2010). Teacher beliefs about the cognitive diagnostic information of classroom‐ versus large‐scale tests: Implications for assessment literacy. Assessment in Education: Principles, Policy & Practice,17, 7–21
Leung, C., & Scarino, A. (2016). Reconceptualizing the nature of goals and outcomes in language/s education. The Modern Language Journal, 100(1), 81–95.
López Mendoza, A. A., & Bernal Arandia, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. PROFILE, 11(2), 55–70.
Lukin, L. E., Bandalos, D. L., Eckhout, T. J., & Mickelson, K. (2004). Facilitating the development of assessment literacy. Educational Measurement: Issues and Practice, 23(2), 26-32.
Malone, M. E. (2008). Training in language assessment. In E. Shohamy (Ed.). Encyclopedia of
language and education: Language testing and assessment (pp. 225–40). New York, NY: Springer.
McMillan, J.H. (2003). Fundamentalassessmentprinciplesforteachersandschooladministrators. Practical Assessment, Research & Evaluation, 7(11).
Mertler, C. A., & Campbell, C. (2005). Measuring teachers’ knowledge and application of classroom assessment concepts: Development of the assessment literacy inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada (ERIC Document Reproduction Service No. 490–355).
Pastore, S., & Andrade, H.L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and teacher education, 84, 128-138.
Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265–273.
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(4), 4–11.
Price, M., Rust, C., O'Donovan, B., & Handley, K. (2012). Assessment literacy: The foundation for improving student learning. Oxford: Oxford Brookes University.
Rahimi Rad, M. (2019). The impact of EFL teachers' assessment literacy on their assessment efficiency in classroom. Journal of Britain International of Linguistics Arts and Education (BIoLAE), 1(1), 9-17.
Rezaei Fard, Z., & Tabatabaei, O. (2018). Investigating assessment literacy of EFL teachers in Iran. Journal of Applied Linguistics and Language Research, 5(3), 91-100.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.
Shahahmadi, M.R., Ketabi, S. (2019). Features of language assessment literacy in Iranian English language teachers' perceptions and practices. Journal of Teaching Language Skills (JTLS), 38 (1), 191-223.
Shahzamani, M., & Tahririan, M. H. (2021). Iranian medical ESP practitioners’ reading comprehension assessment literacy: Perceptions and practices. Iranian Journal of English for Academic Purposes, 10(1), 1–15.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
Shohamy, E., & Or, I. G. (2017). Editors’ introduction. In E. Shohamy& I. G. Or (Eds.), Encyclopedia of language and education (3rd ed., S. May (Ed.). Language testing and assessment (pp. ix–xviii). Cham, Switzerland: Springer Science.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72, 534-539.
Stiggins (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87, 324-328.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72, 534-539.
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83(10), 758–65.
Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23-27.
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21–36.
Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.
Zolfaghari, F., & Ahmadi, A. (2016). Assessment literacy components across subject matters. Cogent Education, 3(1), 125-256.
